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Designing Dynamic and
Unique Mobile Learning
Solutions
Nicholas Yates
Instructional Designer
Apple Distinguished Educator
...
Higher Education
ESL Context
nstructional Designer
Face-to-face x 2
1:1 Laptops > 1:1 iPads
https://lh4.googleusercontent.com/-UxUXQdFlfKg/UcurdSoDHRI/AAAAAAAACMk/yLlCo5RcSk0/s0/photo.jp
Shift
Towards
p://www.commonsenseevaluation.com/wp-content/uploads/2013/04/Evolution.jpg
digital LEARNING
http://campusdelight.org/wp-content/uploads/2014/05/Essay-Writer.jWriting essays
Learning Products
http://i.huffpost.com/gen/1110619/thumbs/o-BORED-GIRL-IN-CLASS-facebook.jp
Learning exclusively
the classINSIDE
Bringing theOUTSIDEin
http://static.parade.condenast.com/wp-content/uploads/2014/02/multiple-choice-maths-ftr.j
Standardised assessment
mpetency based learning
PRODUCTS of
http://www.nazstudentblog.com/wp-content/uploads/2014/04/MPj039954200001.jp
ummative Feedback
Formative Feedback
https://www.flickr.com/photos/clicheforu/7355558760
So how?
Outline
• Context
• TPACK
• Dissecting TPACK
• Putting TPACK back together
• mLearning workflows
• Examples
• Resource for...
Session ObjectivesIn this session, you will learn
• What the TPACK framework is and why it is
important
• How TPACK was us...
http://tpack.org/
Dissecting TPACK
Technological knowledge
Pedagogical knowledge Content knowledge
TPACK
Mobile Device Context
Dissecting TPACK
Technology Knowledge of
• Software
• Hardware
• Environments
Dissecting TPACK
Pedagogical Knowledge of
• Macro - frameworks and
methodologies
• Micro - specific details
Dissecting TPACK
Content Knowledge of
• Conceptual knowledge
• Nature of discipline
• Learning Outcomes
Dissecting TPACK
Mobile Learning Environment
Learning and the learner
become:
• Mobile
• Ubiquitous
• Integrated
Archibald...
Criticisms of TPACK
• Can we really distinguish between the
separate branches of knowledge?
• Would you reorder the knowle...
An updated TPACK?
http://jperk30.edublogs.org/2009/09/06/where-is-the-learner-a-tpack-framework-critique/comment-page-1/
Your T-P-A-C-K
Your TPACK
http://tinyurl.com/mLearnConYates
Unique, ill-structured,
undefined, complex
http://www.coolthings.com/wp-content/uploads/2009/09/iqpentagon1.jp
Language Support
Content misunderstandings
Connectivity Issues
Motivation
Classroom management
Attendance
Faculty reluctance
Nature of mLearning @ ZU
Locus of problem
http://redmondmag.com/articles/2013/06/01/does-windows-8-need...
TPACK
http://mymontessorimoments.files.wordpress.com/2011/08/img_1162_2.jpg
Authentic Resources + Experiences
TPACK Example
TPACK Example I
Technology
• Mobile Investigative Tool
• Microphone + camera
• Documenting the experience
Pedagogy
• Constructivist
• Authentic language &
experience
TPACK Example I
Content
• Islamic Art and Design
• Learning outcome
Can describe the feature with reference to
a principle using on-topic ...
Mobile Learning Environment
Learning becomes:
• Investigative
• Integrated
• Authentic
TPACK Example I
Explore and Document Reality
Children’s books
on Emirati culture
Summarizing and
critical thinking
Filming: ‘My ZU’
PBL feat. books
and presentations
T...
Poll
http://www.jskogerboe.com/wp-content/uploads/2010/07/ipad-coffee-shop.jpg
http://tinyurl.com/yatespoll
Children’s books
on Emirati culture
Summarizing and
critical thinking
Filming: ‘My ZU’
PBL feat. books
and presentations
T...
mLearning Workflows
Dr. Patience Sowa
Student Teachers of EDC386
Primary School Students
patience.sowa@zu.ac.ae
Children’s Books
Promoting Literacy
• Student teachers producing digital
children’s books
• Promotion of literacies within...
The Workflow
Brainstorming
Practice figurative
writing
Showing and telling Storyboarding
Drafts Produce
Technology
Pedagogy Content
Mobile Environment
TPACK
mLearning Workflows
Matthew Andrew
Students of COL140
Freshman Composition
matthew.andrew@zu.ac.ae
Summarizing and
Critical Thinking
• Composition and critical thinking skills
• Digital literacy
• Developing writing with ...
The Workflow
Explains rationale Lessons: Practice skills
Design and produce
assignment
Facilitate peer feedbac
Presentatio...
Technology
Pedagogy Content
Mobile Environment
TPACK
by Ahmed Said Al Zaabi - http://www.youtube.com/watch?v=oR4HgdjUwaE
Ahmed Saif Alzaabi
mLearning Workflows
Sascha Ritter
Students of COM200
Introduction to Communications, Media & Society
sascha.ritter@zu.ac.ae
Filming ‘My ZU’
• A 90second film: ‘My ZU’
• Pre-production, production, post-
production
The Workflow
Draft Apps
Record Edit
Technology
Pedagogy Content
Mobile Environment
TPACK
Trailer of COM200 ‘My ZU’ Short Films
Edited by Sascha Ritter
mLearning Workflows
Swetasree Roy
Students of COL240
Global Studies of the University College
swetasree.roy@zu.ac.ae
PBL feat. books and
presentations
• Project Based Learning
• Furthering academic engagement in
global studies
• Critical t...
The Workflow
Driving question Brainstorming
Research Interviews
Presentation I Presentation II
Technology
Pedagogy Content
Mobile Environment
TPACK
mLearning Workflows
Nicholas Yates
Academic Bridge Program
nicholas.yates@zu.ac.ae
@digitalemerge
The IELTS Workflow
• Learn and produce on-topic language in
different formats
• Engage in task 1 processes
• Develop and p...
The IELTS Workflow
Choose Topic
Brainstorm Questions
and language
Research
Create Survey Survey Analyse Data
Create Graph ...
Technology
Pedagogy Content
Mobile Environment
TPACK
mLearning Workflows
Nicholas Yates
Academic Bridge Program
nicholas.yates@zu.ac.ae
@digitalemerge
The Spotlight Project
• Develop a discussion argument
• Develop a position through research
• Develop and practice skills ...
The Spotlight Project
Introduce debate Brainstorm Topics Research
Note Language Create iMovie
Make Task 2
Question
Write T...
Technology
Pedagogy Content
Mobile Environment
TPACK
Resource for ACTION
Evaluate with TPACK
• The teaching and
learning experience
• Before
• During
• After
Mentor, guide and facilitateresources
during
the process
References
Archamault, L. & Barnett, J. (2010). Revisiting technological pedagogical and content knowledge: Exploring the ...
Nicholas Yates
Apple Distinguished
Educator
nicholas.yates@zu.ac.ae
@digitalemerge
TPACK Example 1
http://ipadmango.com/wp-content/uploads/2011/09/moviemount6top.jpg
TPACK Example 1
Technological knowledge
Pedagogical knowledge Content knowledge
TPACK
Mobile Device Context
TPACK Example 1
Technology
• Mobile Device
• Soundnote app
• Microphone + camera
TPACK Example 1
Pedagogy
• Communicative
• Authentic language
TPACK Example 1
Content
• Linguistic
• Learning outcomes:
Can form and ask questions
• Thematic
• Learning outcomes:
Can p...
TPACK Example 1
Mobile Learning Environment
Learning becomes:
• Ubiquitous
• Integrated
https://c2.staticflickr.com/6/5013/5538062120_ba5e450f4c.jpg
TPACK Example 1
http://www.jskogerboe.com/wp-content/uploads/2010/07/ipad-coffee-shop.jpg
Yates m learncon 2014 san diego
Yates m learncon 2014 san diego
Yates m learncon 2014 san diego
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  • Campus - Zayed University in Abu Dhabi, the United Arab Emirates

    English is spoken commonly in the UAE but 99% of students would say that English is their second language. Thus all courses should be considered a course within an ESL context
  • Instructional Designers
    My role: to help teachers design teaching and learning experiences in eLearning, online and mLearning environments.
    Today i will focus on the face-2-face training, development and support that I give to faculty

    And the use case of tablets is in face-to-face classes and together, the teachers and I work on mLearning teaching and learning workflows.
  • For at least the past 8-10 years, ZU has been 1:1 laptop learning environment where each student has their own laptop.

    In 2012, that changed to iPads due to a federal government initiative. Students in the foundation program all were given iPads and as the cohorts of students graduate from year to year, more teachers and classes have students with iPads. We are now about to embark on the first series of major classes with sophomores who only have iPads.

  • High Connectivity - wifi enabled campus - very few dead spots on campus

    Contrast
    old way - laptops and often needed ethernet cable
  • a mobile learning implementation in 2012 resulted in a lot of change. the jury is still out whether it was for the better or worse and it depends on who you speak with.

    Shift in conversation
    educational values and beliefs
    evaluating effective learning
    evidence based approach

    Now let me tell you about some of the signs we are shifting and some of the conversations we are having
  • We’ve gone from relying on written essays (pen and laptop)
  • 2 ways

    To encouraging students to practice skills of writing composition through different digital mediums and the end product

    End product shift towards digital storytelling practicing skills and developing student content along the way

    (But we still have paper based exams and written essays)
  • A shift away from being tethered to cords or being stuck inside classes
  • To encouraging field trips and students working outside to gather evidence or bring authentic resources back into the class
  • Conversations turned to assessment eventually and we were asking whether we needed to rely on standardised assessment as much as we did.
  • Shifting towards competency based assessment of students and their products of learning.
  • summative feedback

    we went from giving most of the feedback after the learning
  • to giving students formative feedback during the learning process, perhaps while making the product or on the go in class through

    instant polls, quizzes, surveys to get feedback from students to evaluate progress and give formative feedback on the go
  • So how did we get from where we were to where we are?
  • From tpack.org
    TPACK - teacher knowledge for technology integration.

    At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach goes beyond seeing these three knowledge bases in isolation.


    Effective technology integration
    - dynamic - depending on many factors, teachers must draw on these three areas to integrate technology
    unique - no situation is the same so all teaching and learning experiences will be slightly different

    for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. Individual teachers, grade-level, school-specific factors, demographics, culture, and other factors ensure that every situation is unique, and no single combination of content, technology, and pedagogy will apply for every teacher, every course, or every view of teaching.
  • example 1

  • In mLearning - the tablet or smartphone, the apps

    environment may be more suited to online or elearning but may have application in your context
  • Macro - methodologies and frameworks that can be used within a mobile learning environment
    like a behaviourist or social constructivist approach
    problem based learning


    Micro
    individual vs social / collaborative
    learning styles
    differentiated learning
  • Conceptual (otherwise Propositional Knowledge)
    Knowledge of facts within discipline

    Nature
    mathematical - numeracy, formulas, systematic
    humanities - is a little different to this
  • Mobile
    In terms of behaviour - On the go, anytime and anywhere.
    In terms of attitude - anytime, anywhere

    Ubiquitous
    Learning is anytime and anywhere, boundaries of learning and life blend, chunks of learning can happen ongoing whenever the learner wants or is able to

    Integrated - behavour, actions, attitude?
    integrated in terms of classroom students, outside of class -
    hardware software / itunes u

    Tools - the device has hardware and software
    Content & Skills - 21st century skills and content - mobile devices have quick content delivery capabilities - iTunesU
    Interactions - learner/learner, learner/teacher, learner/content - digital textbooks, file sharing, online discussions, wikis, iTunesU,
    Bringing outside in - bringing evidence of learning from outside into class, bringing evidence of realia into the class.

    Design principles for mobile learning
    From analysis of the data, the following characteristics are
    recommended for the incorporation of mobile learning into a higher
    education learning environment:
    1. Real world relevance: Use mobile learning in authentic contexts
    2. Mobile contexts: Use mobile learning in contexts where learners
    are mobile
    3. Explore: Provide time for exploration of mobile technologies
    4. Blended: Blend mobile and non mobile technologies
    5. Whenever: Use mobile learning spontaneously
    6. Wherever: Use mobile learning in non traditional learning spaces
    7. Whomsoever: Use mobile learning both individually and
    collaboratively
    8. Affordances: Exploit the affordances of mobile technologies
    9. Personalise: Employ the learners’ own mobile devices
    10. Mediation: Use mobile learning to mediate knowledge
    construction.
    11. Produse: Use mobile learning to produce and consume
    knowledge.
    http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1089&context=edupapers
  • Distinguish
    Study by Archamault and Barnett found that a lot of people couldn’t distinguish between the branches of knowledge. But this emphasises the point of TPACK that it is an interplay between the three and only when three elements are there can we understand the knowledge of integration.

    Missing
    Learners, the learning space, context in wrong place.
  • Discussion and collaboration about the separate elements of TPACK

    For me
    Learner is in the pedagogy (art of teaching and learning and assessing learner needs is a part of this)
  • Discussion and collaboration about the separate elements of TPACK and then we’ll look at TPACK
  • Discussion and online collaboration about TPACK in your context
  • Let me tell you more about our context but start talking about why TPACK was thought of

    TPACK identifies the teaching and learning environment as one filled with
    unique problems that are ill-structured, undefined and complex.

    Problems here include elements that are never the same and solutions must focus on the different details
  • Some problems that arise at ZU… problems related to TPACK and my instructional design context

    Language related - what digital tool is available for sts to help their language (dictionaries, grammar translations) - which pedagogical way is best to support language development with the content of the lesson

    Content misunderstandings - how can we re-teach or structure pedagogy and learning differently to promote understanding

    Connectivity - knowing technological solutions to connect an iPad tablet to network
    - pedagogically knowing what app or what part of the teaching and learning can you go on with instead
  • Some common problems at ZU

    Motivation - student body has motivational issues

    Classroom mngt - some students are disruptive and use the tablet as a distractor to themselves and others

    Attendance - poor attendance - how can teachers utilise the technology to offer blended solutions -take the device and go off and learn in a different environment - or try to engage students so they are more motivated to attend class
  • Reluctance amongst faculty to step outside the box - how do we as instructional designers help, train them in order to empower them, support their learning development and do this in order to change and develop

    Nature of mLearning - teachers feel that mLearning pedagogy is extremely different. They don’t understand that through small steps, they can get there.

    Locus - teachers think that technological problems are the domain of the IT Helpdesk or me and they think they should just focus on content - and not even pedagogy sometimes!

    Lead into TPACK
  • In my mind, teachers were super heroes as they went about reacting to and dealing with the change. TPACK was their weapon of choice … I was their mentor guiding them around the TPACK venn diagram and discussing each component in relation to each other and the whole.

    by the end of this, i want people to think of the teachers they support as super heroes too
  • Explain

    Foundation English as a Second Language class with

    lessons on Islamic Art and Design
    Language relating to descriptive language

    Pre-field trip
  • Constructivist approach to learning where
    “knowledge is actively constructed by learners as they are
    trying to make sense of their experiences”

    Language and content is just static on a page in a book we use in class, it is becomes authentic when students interact with it before during and after the field trip. Their authentic experiences help to engage their content and language development.
  • content
    Looking at basics and principles of Islamic art and design
    Very general - as more language learning than content learning


    Linguistic
    Descriptive writing
    hitting a number of accuracy based grammar learning outcomes. These ones specifically help students write descriptive sentences about the mosque and their experiences.
  • Investigative
    On the go - able to investigate and collect data whenever and wherever
    documenting their experiences, using the camera to capture video and photos, using garageband to capture audio only, using skitch to annotate and notability to write.

    Integrated
    Tools - the device has hardware and software
    Bringing outside in - bringing evidence of learning from outside into class, bringing evidence of realia into the class.

    Authentic
    Of course this depends on giving the right learning activity or having self-motivated learners.
    Learning is continued beyond the four walls.
    Anytime they see something, they can capture it and learn from it.
    The world is their oyster and learning experiences can potentially result from many different things.
  • TPACK statement
    - a statement that combines all three elements to describe the teaching and learning process.


    Students exploring Islamic Art and Design concepts through real life experiences and capturing this learning experiences and process to use authentic target language and produce a description to an audience of their peers.
  • We will now look at 2 of 6 examples of TPACK in action - seeing it from an instructional design process. talking about the TPACK elements as well as the design of teaching and learning in a mobile learning environment in higher education
  • Our aim should be

    Of course thinking about TPACK
  • Production of a children’s book using iPad apps
    similar to a previous teaching and learning process where student teachers made paper-based children’s books

    Literacies for both the student teacher and children (to very different extents - and contexts [student teachers in making and children in understanding])
    digital literacies in navigating ipad, apps and the book
    visual literacies in understanding content through visual elements
    multimodal literacies - understanding content through different modalities

    Modelling - processes that are common in ADEC schools as some have iPads
    digital processes
    understanding children’s literacy + literature
  • brainstorming - pencil/paper - write 3 topics
    - showed examples of paper books by former sts
    just wanted them to write - that’s the way Patience has always done it

    practice figurative writing - mentored texts (reading and evaluating)
    in class - looking at children’s texts to see writer’s use of similies and metaphors
    Showing and telling - as a technique to be more descriptive
    “He Cried” > to “Tears rolled down his wife”
    repitition - eleven toes

    pairs - looking at books and showing and telling
    individually

    storyboarding
    documents - layout plus text

    write drafts - typed up page by page
    feedback - sts emailed to Patience, she used track changes / emailed back

    CBB - technical details
    Patience showed some basics and the parameters of the assignment

    iMovie - Memoirs


    Final sent to Patience in Dropbox
  • Technology
    Tablets + apps
    Swiping motion on books similar to turning page motion.
    Accessibility to images, video, book making products

    Pedagogy
    modelling - the process
    experiencing - the process of making a book - trying out “showing and telling” the process where students change “He cries” to “Tears roll down his cheeks”
    mentored texts
    collaboration - in drafting
    multiliteracies - images, videos, text, culture, digital, visual literacies

    Content
    Understand and product figurative writing
    Read and evaluate elements of children’s books
    Draft and produce a digital children’s books

    Mobile Learning Environment
    The multiple activities (steps in process) that could be completed in just one device.
    Taking ALL the student teacher books to schools to children

    TPACK
    Producing children’s books to promote multi-literacies through the integration of content using apps and hardware in children’s books, designed and produced in a collaborative and reflective way utilising techniques that the student teachers are learning
  • Matthew described this in teacher tasks

    Composition and critical thinking skills
    looking at writing genre of summarisation but also skills to be able to compare and contrast
    This meant students were going through and using some critical thinking skills: analysing, creating, evaluating

    Digital Literacy
    sts figure out new app and increase their digital literacy
    some sts see it as work towards grade and others see as work towards a creative project


    Developing writing with tablets for “same old assessments”
    the test stayed the same but students practiced and developed skills in composition and critical thinking while making digital texts
  • Explain Rationale
    model - specifically with technical features of app
    Matthew - explain everything, prezi, iMovie, keynote
    He showed previous students’ work

    Lessons: Practice Skills
    - Bb dissemnated work through iPad
    practice skills in the way they are assessed
    summarizing
    critical thinking
    analyzing
    evaluating


    Design and produce Assignment
    Voice, pictures and full sentence text
    Mobile learning component built into the curriculum
    Assignment is graded

    Facilitate peer feedback
    sts then the chance to play
    sts present to small group to learn from each other - this helps sts learn some technical things and some digital literacy skills from their friends but also some of the content (Kind of peer editing)
    formative assessment - hence the nature of the arrows


    end product
    presentations + Grading (criteria based)
  • Technology
    Apps that facilitate practicing the skills
    media all on one device,

    Pedagogy
    Practicing the skills in different ways, more active learning and doing of the skills
    Peer feedback, experiencing the skills and refining them through the formative feedback of pairs and groups.

    Content
    Skills based
    summarization
    critical thinking

    Mobile Learning Environment
    Interacting in pairs and individually with the content through the skills they are practicing. This could be done anywhere and anytime - producing the explainer video or keynote

    TPACK
    Practicing and demonstrating skills, like summarising and critical thinking, by producing explainer media, including videos and presentations in a collaborative way learning from each other in terms of skills and app training.
  • by Ahmed Saif Alzaabi
  • Sascha

    a 90 second
    Relevancy and currency - connecting with their interests and their university and giving them

    Pre- and post-
    Setup in communications fashion
    introduction to communication style of doing things

    Developing writing with tablets for “same old assessments”
    the test stayed the same but students practiced and developed skills in composition and critical thinking while making digital texts
  • Sascha explained his workflow in communications terms

    Draft
    draft scripts and shots, storyboard and plan shots

    Apps
    movies as a form of communication
    technical details of production

    Record
    Out and about around campus filming their projects
    Only using the iPad - some bought lapel mikes to plug in but this was optional


    Edit
    post-production
    editing video, and sound
    use of garageband to input some sound effects
  • Technology
    Tablets
    Integration of hardware and software all on the one device

    Pedagogy
    Communications modelled teaching and learning activities
    Collaboration
    Learn by doing
    - learn the processes of communication

    Content
    Communications
    My ZU


    Mobile Learning Environment
    One device capturing all media and then being able to edit the media resulting in the end production


    TPACK
    Producing a video based on students own interests in their campus while learning a communications process and the technology to be able to make a edit, film and make a video with a tablet.

    Producing children’s books to promote multi-literacies through the integration of content using apps and hardware in children’s books, designed and produced in a collaborative and reflective way utilising techniques that the student teachers are learning
  • Project based learning
    She used PBL to structure the learning
    the driving question was teacher/student made and negotiated

    Engagement
    Not just same old teaching and learning processes - most of the students did more research as compared with other classes, their research was more focused because of the driving question
    She felt they were more engaged through the topic than previous classes and the project set it up to be more relevant to them because of the driving question - they invested time and energy into making something that interests them in global studies

    critical thinking skills
    Swetasree wanted students to challenge themselves and challenge what she was saying by finding out the truth in primary sources. She would throw out some mistakes and students job was to find that mistake and point out why
    She wanted deeper engagement with the content and research
    Not just reciting research but answering the driving question of the research

    ncrease their digital literacy
    some sts see it as work towards grade and others see as work towards a creative project


    Developing writing with tablets for “same old assessments”
    the test stayed the same but students practiced and developed skills in composition and critical thinking while making digital texts
  • Swetasree spoke about her workflow as the stages in a project

    Driving question
    Swetasree helped them with research driving question
    End of cold war
    End of nationalism in Soviet Union
    - identify key areas within syllabus to build an assignment around

    “How could the USSR stop disintegration?” - an alternate to reasons for disintegration
    see webdav

    Brainstorming
    Popplet
    brainstorm - research around the driving
    evaluating the driving question


    research + interviews
    google
    interviews - interviewed the professors at ZU - people with specialist knowledge of the topics -
    general ZU faculty opinion

    some videos - add audio clips from internet, recorded and edited themselves
    garageband - for voice

    Presentation
    Public presentation of the book - lazier ones
    Class presentation in keynote - more effort - they wanted to make a “presentation” rather than just showing the book

    Grading - involvement in the project
  • Technology
    Integrated of media on one device
    CBB and keynote - one production app that can get media from other storage apps easily


    Pedagogy
    PBL


    Content
    Global Studies - USSR, cold war, Soviet Union
    research

    Mobile Learning Environment
    One device while researching, interviewing and producing. Integration and accessibility of apps
    Bringing the outside into the classroom
    Promoting more work within the project

    TPACK
    Producing presentations, in the form of keynotes and e-books, with authentic voices and research brought into the project to provide further engagement into the driving question through deeper understandings of the content.
  • Project based learning
    She used PBL to structure the learning
    the driving question was teacher/student made and negotiated

    Engagement
    Not just same old teaching and learning processes - most of the students did more research as compared with other classes, their research was more focused because of the driving question
    She felt they were more engaged through the topic than previous classes and the project set it up to be more relevant to them because of the driving question - they invested time and energy into making something that interests them in global studies

    critical thinking skills
    Swetasree wanted students to challenge themselves and challenge what she was saying by finding out the truth in primary sources. She would throw out some mistakes and students job was to find that mistake and point out why
    She wanted deeper engagement with the content and research
    Not just reciting research but answering the driving question of the research

    ncrease their digital literacy
    some sts see it as work towards grade and others see as work towards a creative project


    Developing writing with tablets for “same old assessments”
    the test stayed the same but students practiced and developed skills in composition and critical thinking while making digital texts
  • Emphasize the language production and repetition
  • Technology
    So many apps
    Bringing the outside in - authentic data


    Pedagogy
    Active language learning
    Repetition
    Constructivist principles - students are learning language through the task and constructing / internalising through their experiences
    (Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas)

    TBL

    Content
    skills mainly
    content is based on student interest

    Mobile Learning Environment
    One device while researching, interviewing and producing. Integration and accessibility of apps
    Taking the device out to where the data exists and then being able to work with all the products on one device

    TPACK
    Practicing skills and developing language through real experiences producing authentic data and bringing this back into the teaching and learning process and using it to produce products of this experience.
  • Discussion genre
    giving both sides of the argument
    similar to a debate
    This is typical of a question type of IELTS so they use their opinions to form a discussion

    Position
    Following the discussion, they choose one side of the argument and develop it through research.

    IELTS
    All these develop and practice writing skills
  • Technology
    Integrated
    Anytime anywhere
    apps

    Pedagogy
    Semi - Authentic learning representing “academic reality of the test”
    Semi - Project - teacher’s role is more of a facilitator
    They are making a product
    The product is public and it is digitally tangible.
    It has currency to students taking the IELTS

    Content
    Sts choose the question they want to answer based on interests in the topics
    research - content and on-topic language
    Linguistic - discourse markers for discussion and position genres of writing - modals


    Mobile Learning Environment
    Work anywhere, collect information from multiple sources


    TPACK
    Completing genre based writing in multiple communication methods (written and visual) with ideas and language stemming from research with the hardware and software of one device.
  • Evaluating TPACK

    Evaluate the workflow before the teaching and learning experience

    Evaluate during and adjust accordingly

    Evaluate the practice and experience itself
  • Mentor, guide and facilitiate resources during the process

    Instructional designers should be promoting reflection, stimulating discussion and increasing awareness of the interplay between the branches of knowledge: being technology, content and pedagogy.
  • Previously a teacher may have done a simple interviewing activity but done with two or three different pieces of technology.

    Interviewing community members on a topic
  • example 1

  • example 1

    A beginner teacher might look at the technology separately and realise that there’s many features on
  • example 1

    A beginner teacher might look at the technology separately and realise that
  • Ubiquitous
    Learning is anytime and anywhere, boundaries of learning and life blend, chunks of learning can happen ongoing whenever the learner wants or is able to

    Integrated
    Tools - the device has hardware and software
    Content & Skills - 21st century skills and content
    Higher order thinking - ability to structure activities including all levels of higher order thinking
    Interactions - learner/learner, learner/teacher, learner/content - digital textbooks, file sharing, online discussions, wikis, iTunesU,
    Bringing outside in - bringing evidence of learning from outside into class, bringing evidence of realia into the class.
  • TPACK asks a teacher to think about all elements and the interplay between them.

    TPACK Statement
    A workflow where students are preparing the questions, then capturing the interview and related language to bring back to class to analyse, use again and learn from.

    Now once students go into the field with a mobile device, what else can they do with the technology?
    Capture thematically based vocabulary in a journal or list.

    If we value experiential learning as a pedagogy, how can they capture their experiences while in the field?
    record reflective selfies videos

    Understanding the workflow as the interplay between three branches of knowledge, we see more of a holistic view, more of the affordances of the three in the mobile environment. Here it is obvious that the mobile device used in this way affords a higher level of integration of activities through hardware and apps. It also allows users to bring the real world back to the classroom much easier than before.
  • Previously a teacher may have done a simple interviewing activity but done with two or three different pieces of technology.

    Interviewing community members on a topic
  • Transcript of "Yates m learncon 2014 san diego"

    1. 1. Designing Dynamic and Unique Mobile Learning Solutions Nicholas Yates Instructional Designer Apple Distinguished Educator Apple Professional Developer @digitalemerge
    2. 2. Higher Education ESL Context
    3. 3. nstructional Designer Face-to-face x 2
    4. 4. 1:1 Laptops > 1:1 iPads
    5. 5. https://lh4.googleusercontent.com/-UxUXQdFlfKg/UcurdSoDHRI/AAAAAAAACMk/yLlCo5RcSk0/s0/photo.jp
    6. 6. Shift Towards p://www.commonsenseevaluation.com/wp-content/uploads/2013/04/Evolution.jpg digital LEARNING
    7. 7. http://campusdelight.org/wp-content/uploads/2014/05/Essay-Writer.jWriting essays
    8. 8. Learning Products
    9. 9. http://i.huffpost.com/gen/1110619/thumbs/o-BORED-GIRL-IN-CLASS-facebook.jp Learning exclusively the classINSIDE
    10. 10. Bringing theOUTSIDEin
    11. 11. http://static.parade.condenast.com/wp-content/uploads/2014/02/multiple-choice-maths-ftr.j Standardised assessment
    12. 12. mpetency based learning PRODUCTS of
    13. 13. http://www.nazstudentblog.com/wp-content/uploads/2014/04/MPj039954200001.jp ummative Feedback
    14. 14. Formative Feedback
    15. 15. https://www.flickr.com/photos/clicheforu/7355558760 So how?
    16. 16. Outline • Context • TPACK • Dissecting TPACK • Putting TPACK back together • mLearning workflows • Examples • Resource for action
    17. 17. Session ObjectivesIn this session, you will learn • What the TPACK framework is and why it is important • How TPACK was used to integrate mobile learning in a higher-education context • How to structure thinking, planning, and designing mobile-learning solutions with the TPACK framework • How to evaluate your mobile-learning integrations using the TPACK framework • How to apply it to your own mobile-learning context.
    18. 18. http://tpack.org/
    19. 19. Dissecting TPACK Technological knowledge Pedagogical knowledge Content knowledge TPACK Mobile Device Context
    20. 20. Dissecting TPACK Technology Knowledge of • Software • Hardware • Environments
    21. 21. Dissecting TPACK Pedagogical Knowledge of • Macro - frameworks and methodologies • Micro - specific details
    22. 22. Dissecting TPACK Content Knowledge of • Conceptual knowledge • Nature of discipline • Learning Outcomes
    23. 23. Dissecting TPACK Mobile Learning Environment Learning and the learner become: • Mobile • Ubiquitous • Integrated Archibald, Berking, Birtwhistle, and Haag (2012), El Hussein & Cronje (2010), Gagnon, D (September 22, 2010), Gerstein, J (May 13, 2013)
    24. 24. Criticisms of TPACK • Can we really distinguish between the separate branches of knowledge? • Would you reorder the knowledge? • Who and what is missing? • Where would they fit? Archamault, L. & Barnett, J. (2010). Perks, J. (September 6, 2009).
    25. 25. An updated TPACK? http://jperk30.edublogs.org/2009/09/06/where-is-the-learner-a-tpack-framework-critique/comment-page-1/
    26. 26. Your T-P-A-C-K
    27. 27. Your TPACK http://tinyurl.com/mLearnConYates
    28. 28. Unique, ill-structured, undefined, complex http://www.coolthings.com/wp-content/uploads/2009/09/iqpentagon1.jp
    29. 29. Language Support Content misunderstandings Connectivity Issues
    30. 30. Motivation Classroom management Attendance
    31. 31. Faculty reluctance Nature of mLearning @ ZU Locus of problem http://redmondmag.com/articles/2013/06/01/does-windows-8-need-a-hail-mary.asp
    32. 32. TPACK http://mymontessorimoments.files.wordpress.com/2011/08/img_1162_2.jpg
    33. 33. Authentic Resources + Experiences TPACK Example
    34. 34. TPACK Example I Technology • Mobile Investigative Tool • Microphone + camera • Documenting the experience
    35. 35. Pedagogy • Constructivist • Authentic language & experience TPACK Example I
    36. 36. Content • Islamic Art and Design • Learning outcome Can describe the feature with reference to a principle using on-topic language • Descriptive Writing • Learning outcome Can accurately produce adjectives / adjective clauses / prepositional phrases TPACK Example I
    37. 37. Mobile Learning Environment Learning becomes: • Investigative • Integrated • Authentic TPACK Example I
    38. 38. Explore and Document Reality
    39. 39. Children’s books on Emirati culture Summarizing and critical thinking Filming: ‘My ZU’ PBL feat. books and presentations The Spotlight ProjectThe IELTS Project
    40. 40. Poll http://www.jskogerboe.com/wp-content/uploads/2010/07/ipad-coffee-shop.jpg http://tinyurl.com/yatespoll
    41. 41. Children’s books on Emirati culture Summarizing and critical thinking Filming: ‘My ZU’ PBL feat. books and presentations The Spotlight ProjectThe IELTS Project
    42. 42. mLearning Workflows Dr. Patience Sowa Student Teachers of EDC386 Primary School Students patience.sowa@zu.ac.ae
    43. 43. Children’s Books Promoting Literacy • Student teachers producing digital children’s books • Promotion of literacies within • Student teachers • Children • Modelling teacher processes
    44. 44. The Workflow Brainstorming Practice figurative writing Showing and telling Storyboarding Drafts Produce
    45. 45. Technology Pedagogy Content Mobile Environment TPACK
    46. 46. mLearning Workflows Matthew Andrew Students of COL140 Freshman Composition matthew.andrew@zu.ac.ae
    47. 47. Summarizing and Critical Thinking • Composition and critical thinking skills • Digital literacy • Developing writing with tablets for “same old assessments”
    48. 48. The Workflow Explains rationale Lessons: Practice skills Design and produce assignment Facilitate peer feedbac Presentations Grading
    49. 49. Technology Pedagogy Content Mobile Environment TPACK
    50. 50. by Ahmed Said Al Zaabi - http://www.youtube.com/watch?v=oR4HgdjUwaE Ahmed Saif Alzaabi
    51. 51. mLearning Workflows Sascha Ritter Students of COM200 Introduction to Communications, Media & Society sascha.ritter@zu.ac.ae
    52. 52. Filming ‘My ZU’ • A 90second film: ‘My ZU’ • Pre-production, production, post- production
    53. 53. The Workflow Draft Apps Record Edit
    54. 54. Technology Pedagogy Content Mobile Environment TPACK
    55. 55. Trailer of COM200 ‘My ZU’ Short Films Edited by Sascha Ritter
    56. 56. mLearning Workflows Swetasree Roy Students of COL240 Global Studies of the University College swetasree.roy@zu.ac.ae
    57. 57. PBL feat. books and presentations • Project Based Learning • Furthering academic engagement in global studies • Critical thinking skills
    58. 58. The Workflow Driving question Brainstorming Research Interviews Presentation I Presentation II
    59. 59. Technology Pedagogy Content Mobile Environment TPACK
    60. 60. mLearning Workflows Nicholas Yates Academic Bridge Program nicholas.yates@zu.ac.ae @digitalemerge
    61. 61. The IELTS Workflow • Learn and produce on-topic language in different formats • Engage in task 1 processes • Develop and practice IELTS task 1 skills
    62. 62. The IELTS Workflow Choose Topic Brainstorm Questions and language Research Create Survey Survey Analyse Data Create Graph Analyse Produce Analysis Make Task 1 Question Write Task 1
    63. 63. Technology Pedagogy Content Mobile Environment TPACK
    64. 64. mLearning Workflows Nicholas Yates Academic Bridge Program nicholas.yates@zu.ac.ae @digitalemerge
    65. 65. The Spotlight Project • Develop a discussion argument • Develop a position through research • Develop and practice skills for IELTS Task II
    66. 66. The Spotlight Project Introduce debate Brainstorm Topics Research Note Language Create iMovie Make Task 2 Question Write Task 2 Reflect & Discuss
    67. 67. Technology Pedagogy Content Mobile Environment TPACK
    68. 68. Resource for ACTION
    69. 69. Evaluate with TPACK • The teaching and learning experience • Before • During • After
    70. 70. Mentor, guide and facilitateresources during the process
    71. 71. References Archamault, L. & Barnett, J. (2010). Revisiting technological pedagogical and content knowledge: Exploring the TPACK framework. Computers and Education, 55, pp. 1656-1662. Archibald, Berking, Birtwhistle, and Haag (2012). Mobile learning, not just another delivery. Retrieved May 2 from http://www.adlnet.gov/wp-content/uploads/2012/12/12079.pdf El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining Mobile Learning in the Higher Education Landscape. Educational Technology & Society, 13 (3), 12–21 http://www.ifets.info/journals/13_3/3.pdf Gerstein, J. (May 13, 2013). Education 3.0 and the Pedagogy (Andragogy, Heutagogy) of Mobile Learning. Retrieved May 1, 2014 from http://usergeneratededucation.wordpress.com/2013/05/13/education-3-0-and-the-pedagogy-andragogy-heutagogy-of-mobile- learning/ Gagnon, D (September 22, 2010). Mobile Learning Environments. Retrieved May 1 from http://www.educause.edu/ero/article/mobile- learning-environments Koehler, M., & Mishra, P. (2008). Introducing TCPK. In J. A. Colbert, et al. (Eds.), Handbook of technological pedagogical content knowledge (TCPK) for educators (pp. 3-29). Milton Park: Routledge. Oller, Rick. “The Future of Mobile Learning” (Research Bulletin). Louisville, CO: Educause Center for Applied Research, May 1, 2012 available from https://net.educause.edu/ir/library/pdf/ERB1204.pdf Perks, J. (September 6, 2009). Where is the learner? A TPACK Critique. Retrieved May 2 from http://jperk30.edublogs.org/2009/09/06/where-is-the-learner-a-tpack-framework-critique/comment-page-1/ Sharples, M. & Taylor, J. (2006). The Pedagogical Perspectives of Mobile Learning. Retrieved May 2 from https://www2.le.ac.uk/departments/beyond-distance-research-alliance/dissemination- activities/conferences/2006/OnlineEduca2006/uol-online-educa2006-podcasting-workshop/WIKI%20BUILDING%20DUMMY.doc
    72. 72. Nicholas Yates Apple Distinguished Educator nicholas.yates@zu.ac.ae @digitalemerge
    73. 73. TPACK Example 1 http://ipadmango.com/wp-content/uploads/2011/09/moviemount6top.jpg
    74. 74. TPACK Example 1 Technological knowledge Pedagogical knowledge Content knowledge TPACK Mobile Device Context
    75. 75. TPACK Example 1 Technology • Mobile Device • Soundnote app • Microphone + camera
    76. 76. TPACK Example 1 Pedagogy • Communicative • Authentic language
    77. 77. TPACK Example 1 Content • Linguistic • Learning outcomes: Can form and ask questions • Thematic • Learning outcomes: Can produce on-topic language on family
    78. 78. TPACK Example 1 Mobile Learning Environment Learning becomes: • Ubiquitous • Integrated
    79. 79. https://c2.staticflickr.com/6/5013/5538062120_ba5e450f4c.jpg
    80. 80. TPACK Example 1 http://www.jskogerboe.com/wp-content/uploads/2010/07/ipad-coffee-shop.jpg
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